LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes. Content Standard F: Science in Personal and Social Perspectives
o Science and Technology in local, national, and global challenges – Humans have a major effect on
other species
Context of Lesson:
This lesson has students complete a unit test on photosynthesis and plant classification. The test will consist of multiple choice, short answer, fill-in's, labeling and essay questions. Prior to the test, I will allow students to ask any questions they may have regarding any of the material that may be on the test. Then students will have the entire class period to complete the test. Students will be reminded to keep their eyes on their own paper, that there is no talking, and to write something down for every question (even if they feel they do not know the answer) because there is always the opportunity to receive extra credit on short answer and essay questions.
Once students have completed the test, they will read one of the articles of their choice that I have provided. Then they will complete a one paragraph reaction paper. If students are not able to finish this, they will finish it for homework.
Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:
Students will recall facts regarding photosynthesis (multiple choice).
Students will label a diagram of the Calvin cycle.
Level 2 Comprehension:
Students will describe various events that occur during photosynthesis.
Level 4 Analysis:
Students will compare the light-independent and light-dependent cycles.
Prerequisite Knowledge
Students should be knowledgeable of all the information covered during the unit [light spectrum, chloroplasts, light-dependent reactions, light-independent reactions, plant classification, etc.].
Plans for Differentiating Instruction
The test will consist of a variety of types of questions [multiple choice, short answer, fill in, labeling, essay].
Accommodations and modifications
Depends on the IEP's...?
Environmental factors
Students will work independently at their tables (2 students per table) for the entire class period.
Unit Test on Photosynthesis and Plant Classification
Objectives:
Connect concepts and material presented throughout material (to see as a connected story).
Apply concepts and material presented to new situations and a real-life scenario.
Instruction:
Opening:
Warm-up question: Why did we spend so much time studying photosynthesis? Why is it so important? I'll allow students to think and record their responses and then we'll have a class discussion at the end of class where students can share their opinions and responses. Reaction to Reading: No reading assignment. Question for the Day: Same as warm-up question. Agenda: Test on Photosynthesis and Plant Classification.
Engagement:
First, I will answer any questions students may still have on any material regarding the test. Then I'll administer the test and walk through the questions explaining what the directions are for each set of questions and I'll also clarify any misunderstandings. The students will have the entire class period to complete the test. For students who finish the test before the class is over, I will have articles relating to photosynthesis and plant classification [Corralling the Carbon Cycle, Solar Powered Sea Slugs Live Like Plants, Researchers Prove How Plants Transport Sugars, and Giant Grass Offers Clues to Growing Corn In Cooler Climes]. Students will read through one article out of the three silently at their seats and write a one paragraph reaction. Students who do not get a chance to read and complete an article reaction will take it home for homework.
Closure:
Take Away Points: Answer to question of the day will suffice. Answer to Question for the Day: Why did we spend so much time studying photosynthesis? Why is it so important? I'll have students review their responses from the beginning of class and we'll have a class discussion that will tie in all the parts of photosynthesis and how they affect us and the planet. Lit Strategy for Exit Assessment: Student's responses to the Question for the Day will count as the exit assessment for today's lesson. Pre-Reading Strategy and Homework: Finish article reaction paragraphs.
Lesson Plan
Return to Unit Plan
Lesson Title: Unit Test
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Scienceo Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Content Standard F: Science in Personal and Social Perspectives
o Science and Technology in local, national, and global challenges – Humans have a major effect on
other species
Context of Lesson:
This lesson has students complete a unit test on photosynthesis and plant classification. The test will consist of multiple choice, short answer, fill-in's, labeling and essay questions. Prior to the test, I will allow students to ask any questions they may have regarding any of the material that may be on the test. Then students will have the entire class period to complete the test. Students will be reminded to keep their eyes on their own paper, that there is no talking, and to write something down for every question (even if they feel they do not know the answer) because there is always the opportunity to receive extra credit on short answer and essay questions.Once students have completed the test, they will read one of the articles of their choice that I have provided. Then they will complete a one paragraph reaction paper. If students are not able to finish this, they will finish it for homework.
Opportunities to Learn:
Depth of Knowledge
Level 1 Knowledge:- Students will recall facts regarding photosynthesis (multiple choice).
- Students will label a diagram of the Calvin cycle.
Level 2 Comprehension:- Students will describe various events that occur during photosynthesis.
Level 4 Analysis:Prerequisite Knowledge
Students should be knowledgeable of all the information covered during the unit [light spectrum, chloroplasts, light-dependent reactions, light-independent reactions, plant classification, etc.].Plans for Differentiating Instruction
The test will consist of a variety of types of questions [multiple choice, short answer, fill in, labeling, essay].Accommodations and modifications
Depends on the IEP's...?Environmental factors
Students will work independently at their tables (2 students per table) for the entire class period.Materials
Objectives:
Instruction:
Opening:
Warm-up question: Why did we spend so much time studying photosynthesis? Why is it so important? I'll allow students to think and record their responses and then we'll have a class discussion at the end of class where students can share their opinions and responses.Reaction to Reading: No reading assignment.
Question for the Day: Same as warm-up question.
Agenda: Test on Photosynthesis and Plant Classification.
Engagement:
First, I will answer any questions students may still have on any material regarding the test. Then I'll administer the test and walk through the questions explaining what the directions are for each set of questions and I'll also clarify any misunderstandings. The students will have the entire class period to complete the test. For students who finish the test before the class is over, I will have articles relating to photosynthesis and plant classification [Corralling the Carbon Cycle, Solar Powered Sea Slugs Live Like Plants, Researchers Prove How Plants Transport Sugars, and Giant Grass Offers Clues to Growing Corn In Cooler Climes]. Students will read through one article out of the three silently at their seats and write a one paragraph reaction. Students who do not get a chance to read and complete an article reaction will take it home for homework.Closure:
Take Away Points: Answer to question of the day will suffice.Answer to Question for the Day: Why did we spend so much time studying photosynthesis? Why is it so important? I'll have students review their responses from the beginning of class and we'll have a class discussion that will tie in all the parts of photosynthesis and how they affect us and the planet.
Lit Strategy for Exit Assessment: Student's responses to the Question for the Day will count as the exit assessment for today's lesson.
Pre-Reading Strategy and Homework: Finish article reaction paragraphs.
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: